Queen Charlotte College

Education institution number:
287
School type:
Secondary (Year 7-15)
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
371
Telephone:
Address:

173 Waikawa Road, Picton

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Queen Charlotte College - 19/12/2017

School Context

Queen Charlotte College is a Year 7-13 college in Picton with a roll of 340 students. The school has close connections with local iwi and Waikawa marae, the business community and support agencies.

Since the last ERO review, the school has a new principal and senior leadership team. There have been many staff changes. The whole school has participated in Ministry of Education professional learning and development initiatives. These include writing, spirals of inquiry, Accelerated Learning in Mathematics and Positive Behaviour for Learning.

The school states that its vision is to inspire and challenge students towards maximum achievement through personal best while respecting self, others and our environment’. It has summarised this statement to mean ‘Ake Tonu – Personal Best’. The school’s valued outcomes are for all students to ‘not give up - foster fairness, responsible leadership, and mutual respect’. It also values diversity while promoting high standards of behaviour and achievement. The school’s aims and goals focus on improving children’s achievement in National Standards and NCEA, with a particular emphasis on writing.

Leaders and teachers regularly report to the board, school-wide information about outcomes for students in the following areas:

  • achievement in reading, writing and mathematics in relation to the National Standards and achievement in all curriculum areas for students in Years 7 to 10

  • senior student NCEA data

  • students’ engagement and wellbeing

  • progressions beyond school.

Queen Charlotte College is a member of the Te Wheke Akoranga Kāhui Ako Marlborough Sounds |Community of Learning (CoL).

Evaluation Findings

1 Equity and excellence – valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

Over the past three years the school has not consistently shown equitable and excellent outcomes for all its students.

Achievement at/above the National Standards for children in Years 7 and 8 is mixed. Since 2014 the large majority of children achieve at/above the National Standards for reading. A smaller majority of these children achieve at these levels in writing and mathematics. Māori children and boys tend to achieve less well in reading, as is also evident for boys in writing and girls in mathematics.

Almost all Māori students in 2016 achieved NCEA Level 2. Overall achievement for Māori learners in NCEA Levels 1 and 3 and National Standards is lower than other groups of students. In 2016 all Pacific students gained NCEA Level 1 or 2 from Year 11 or 12.

The school’s students have consistently achieved 80% and over in NCEA Level 2 since 2014. Most students leave school with NCEA Level 2 and almost all students go on to further education or employment when they leave school. Overall, students’ achievement is lower than national comparative groups in NCEA Levels 1 and 3, and University Entrance.

The school places a strong focus on retaining senior students until 17 years of age. These students are well supported in this through meaningful pathways to achieve appropriate leavers' qualifications. Since 2014, the school has shown that increasingly greater proportions of students are remaining at school until after their 17th birthday. This was evident for all leavers in 2016.

The school has appropriate processes and practices for assessment and moderation supported by useful guidelines for teachers. The board can have confidence in the accuracy of teachers’ judgements in relation to the National Standards given the assessment tools teachers are using. The school’s practices in managing national assessment for senior students are robust.

1.2 How effectively does this school respond to those Māori and other students whose learning and achievement need acceleration?

The school needs to strengthen the way it responds to those Māori and other students whose learning and achievement need acceleration.

The school is developing systems to respond to those students in Years 9 and 10 whose learning and achievement need acceleration. There is a range of information on individual students’ achievement, however the school is not yet reporting clearly to the board on the extent to which students are making accelerated progress.

In 2016 fewer than half of the students in Years 7 and 8 made accelerated progress in reading, writing and mathematics.

The school is promoting educational success for the small number of Pacific students. Individual teachers monitor and track Pacific students’ progress and achievement.

2 School conditions for equity and excellence

2.1 What school processes and practices are effective in enabling achievement of equity and excellence?

The school’s curriculum is responsive and personalised to meet the needs and individual interests of students. This is enhanced through:

  • strong community collaborations with the school which enrich the curriculum
  • effective communication between teachers, deans and the staff in the careers department
  • the wide variety of opportunities students have to learn, including the school’s aquaculture programme strongly reflecting the local context.

Meaningful relationships between students and teachers ensure that the school’s focus on pastoral care and knowing the learner is upheld. The school’s inclusive environment is leading to a strong sense of belonging for students.

Individual student’s achievement and progress is tracked and monitored by teachers. This helps to inform the different approaches teachers use to engage students in their learning. Greater student engagement is also being achieved through the range of strategies being used by the school to communicate with parents and whānau.

There is closer monitoring of individual senior students’ progress towards NCEA. Senior leaders are developing useful systems to track the achievement of these students, and identify those who require additional support or opportunities for them to achieve. This shared responsibility for student outcomes is likely to promote their success.

The board and school leaders are committed to improvements in learner outcomes. Provision and support for equity for all learners is a school priority. Trustees support this through proactive resourcing. The school’s involvement in the Te Wheke Akoranga Kāhui Ako Marlborough Sounds|Community of Learning (CoL) is having a positive impact on teaching and learning.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence?

The school needs to improve the use of learning information. School targets need to clearly focus on accelerating progress for those learners who require additional support. Leaders and teachers need to carefully track and monitor the sufficiency of progress for individuals and specific groups of students. This should improve the usefulness of the school’s internal evaluation to identify what is and what is not working to accelerate learner achievement.

Greater board scrutiny of the effectiveness of the school in achieving valued student outcomes should better inform trustees in their future strategic planning.

Leaders and teachers need to strengthen systems and processes to enable and sustain improvement and innovation. Greater coherence between strategic planning, annual planning, departmental goals and teachers inquiring into the effectiveness of their teaching practices is needed. The board should also implement reliable ways of knowing how satisfied all staff members are with their roles and responsibilities at the school.

3 Board assurance on legal requirements

Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:

  • board administration

  • curriculum

  • management of health, safety and welfare

  • personnel management

  • finance

  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)

  • physical safety of students

  • teacher registration and certification

  • processes for appointing staff

  • stand down, suspension, expulsion and exclusion of students

  • attendance

  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

At the time of this review, there was one international student attending the school.

The school is effective in providing pastoral care and good quality education for its international students. They are well supported to integrate into the school and local community. International students have regular opportunities to provide feedback about their learning and wellbeing.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • the way in which the school’s diverse curriculum engages learners and provides them with meaningful pathways as they progress through and beyond the school

  • knowing their learners and the pastoral care and support they receive

  • a school-wide commitment to improved learner outcomes that is likely to be evidenced in future achievements.

Next steps

For sustained improvement and future learner success, development priorities are in:

  • better use of learning information that leads to improved internal evaluation and includes knowing about the impact of school programmes

  • strategic planning, including planning for the valued outcomes that the school has for its learners

  • specific planning to accelerate learning for those students not achieving equitable outcomes [ERO will monitor and discuss progress with the school.]

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in three years.

Dr Lesley Paterson

Deputy Chief Review Officer Southern

Te Waipounamu - Southern Region

19 December 2017

About the school

Location

Picton

Ministry of Education profile number

287

School type

Secondary Years 7 to 13

School roll

340

Gender composition

Boys: 56% Girls: 44%

Ethnic composition

Pākeha 57%
Māori 35%
Pacific 1%
Other 7%

Provision of Māori medium education

No

Review team on site

October 2017

Date of this report

19 December 2017

Most recent ERO report(s)

Education Review

Education Review

Education Review

August 2013

November 2010

November 2007

Queen Charlotte College - 20/08/2013

1 Context

What are the important features of this school that have an impact on student learning?

Queen Charlotte College is a co-educational secondary school catering for students in Years 7 to 13. The current roll is 357 students. A significant number travel to and from school by bus. It is a community college with strong relationships with local businesses and organisations. The aquaculture wetlab is an example of partnering with business to provide additional opportunities for students.

Thirty one percent of students are Māori and there are close ties with the local marae and Te Atiawa Manawhenua ki te Potau Ihu Trust. Staff are involved in He Kākano professional learning and development with a focus on ensuring that the curriculum is culturally responsive.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Since the November 2010 ERO report, there has been a clear focus on aggregating and analysing achievement data. Teachers have good knowledge of students’ progress and achievement and know students well. A key initiative, at an early stage of development, is a MAP (My Action Plan) for each student. These plans engage teachers, students and their parents in discussion about goals and next learning steps.

At the schoolwide level, student achievement information is used to identify trends and patterns and provide appropriate support for groups and individuals.

Information about the achievement of students in Years 7 and 8 is collated and analysed in relation to the reading, writing and mathematics National Standards. Mathematics results were of concern in 2012 and a specific Year 7 initiative was introduced in term 3 that assisted several students to make accelerated progress by the end of the year. The board continues to resource this initiative in 2013. The school has identified a need to raise Years 7 and 8 achievement in reading and writing.

Years 9 and 10 diploma criteria are used to assess students’ self management skills and key competencies. However, the school does not have a clear overall picture of Year 9 and 10 student progress and achievement in literacy and mathematics.

High percentages of students experience success in the National Certificates of Education Achievement (NCEAs). Level 1 and 2 results consistently exceed national figures. The proportion of Māori students who gain these qualifications is higher than their peers in the college and above national figures for all students.

The school has extensive NCEA data that is used effectively to reflect on programmes and support students. It is also used for keeping the board well informed and reporting to the community. There is a clear strategic focus on students being successful learners and aiming for and achieving their personal best.

To continue to strengthen achievement through the use of student achievement information:

  • teachers should more consistently use data to plan and implement deliberate, specific strategies to adapt teaching for students' needs and abilities
  • senior leaders should improve the collation, analysis and use of Years 9 and 10 literacy and numeracy achievement data to measure progress and set targets for improving achievement
  • schoolwide targets should be more specific and focus on students at risk of underachieving.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school curriculum is broad based and responsive to students’ interests and needs. It is guided by a clear vision and values and makes extensive use of local contexts. Students have opportunities to achieve success in a diverse range of ways.

Students have well-designed learning pathways to meet their needs, aspirations and interests. There is a strong focus on successfully transitioning students into the work place and further training. Teachers work collegially to support students’ interests and needs and provide leadership opportunities. High numbers of students participate in sporting and cultural activities.

The school curriculum is strongly bicultural. Te ao Māori is well integrated into school routines and practices.

Relationships between teachers and students are positive and respectful.

Next curriculum steps are to:

  • develop a shared understanding of effective teaching practice that is clearly articulated and monitored, including explicit planning to respond to specific student needs
  • further integrate te reo me ngā tikanga Māori into teachers’ practice
  • increase students’ active engagement as independent, self-directed learners.

How effectively does the school promote educational success for Māori, as Māori?

The school is highly effective in promoting educational success for Māori students, as Māori. Māori student leadership is fostered and celebrated. Senior leaders and staff have high expectations for student achievement and this is reflected in the high percentage of Māori students gaining NCEA Levels 1 and 2. A well-embedded tuakana teina mentoring programme strengthens student confidence and relationships.

School leaders seek and respond to parents' aspirations for their children. Māori staff and community members take a leading role in the daily life of the school. Other opportunities for students include kapa haka, science wānanga and student leadership hui at the local marae.

Success for Māori, as Māori is a school priority. Māori students have a sense of belonging and know that their culture, language and identity are valued.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

A positive school tone and culture are highly evident. A sense of whanaungatanga is fostered. Comprehensive, well-integrated pastoral care ensures that the needs of individual students are identified, responded to and monitored. Senior leaders and staff focus on the health and wellbeing of students. New students and their families are welcomed. There are clear expectations for behaviour and student safety, with respect for self and others a priority.

A productive partnership exists between the board of trustees and management. Trustees have a clear understanding of governance and management. Sound governance systems include planning for succession and this was evident in recent trustee elections. The board effectively resources programmes and initiatives that promote ongoing school improvement and student achievement.

The school vision is well enacted. The charter documents the school’s clear focus on successful learners, using data and technology effectively, promoting success for Māori, as Māori and providing students with a safe learning environment.

The principal has a strongly strategic and measured approach towards leading and promoting ongoing improvement for students. The focus on building and maintaining relationships and partnerships with parents, whānau and the community is very evident. Goodwill exists between the school and local organisations, agencies and local government. The community values their relationship with the school.

The appraisal process is currently being revised. ERO’s external evaluation affirms this strengthening of principal and teacher appraisal. The process should include more specific developmental goals and robust, evaluative feedback to support ongoing improvement.

There is extensive reflection at many levels within the school and the next step is to build on this to develop a shared understanding of evaluative self review.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. At the time of this review there were six international students attending the school.

The school has attested that it complies with all aspects of the Code.

The school regularly reflects on systems that provide for international students. It is now timely to develop a more evaluative approach to reviewing the impact of current processes.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • financial management
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

When is ERO likely to review the school again?

ERO is likely to carry out the next review in three years.

Joyce Gebbie

National Manager Review Services Central Region (Acting)

20 August 2013

About the School

Location

Picton, Marlborough

Ministry of Education profile number

287

School type

Secondary (Years 7 to 13)

School roll

357

Number of international students

6

Gender composition

Male 58%, Female 42%

Ethnic composition

NZ European/Pākehā

Māori

Other ethnic groups

67%

31%

2%

Review team on site

June 2013

Date of this report

20 August 2013

Most recent ERO report(s)

Education Review
Education Review
Education Review

November 2010
November 2007
March 2005